Douglas County School District Strategic Plan 2014-17
Introduction
N
early three years ago, Douglas County School District (DCSD) embarked on a transformational journey to completely and systemically reinvent itself. Inspired by the research and work of Steven Covey, William Glasser, Jay McTighe, Marc Prensky, Tony Wagner, Grant Wiggins, Yong Zhao, and many others, we built a high-level plan for change – a plan that sets the stage for change based on the convergence of literature and research; a plan that empowers great teachers and leaders to reinvent American education for our students.
Douglas County, in my opinion, is one
In March 2011, the DCSD Board of Education unanimously approved our proposed strategic plan, “New Outcomes for a New Day,” and set us on our journey to reinvent our profession and to reimagine our craft. For the first time of which I am aware, professional educators came together to redesign, and in some cases, completely reinvent our outcomes, assessments, teaching strategies, and evaluations simultaneously. Instead of well-intended legislation dictating the means of change, those closest to the students built the systems and components that have come together to create a model for the future of American public education.
they’re actually transforming
Nearly three years later, it is time for a new three-year plan – a plan that will guide our work from 2014 to 2017. Then, we are looking forward to DCSD 2020. This new plan does not chart a new course. Instead, it stays the course – building on what we have learned and imagining our priorities forward. One of the frailties of education is instability – not staying the course long enough. Leaders are often tempted to jump from one new idea to another. It is imperative that we not do that, no matter how tempting, so this plan continues our work on our three priorities of Choice, World Class Education, and System Performance. It takes each of those to the next level of implementation. DCSD has long said that Safety is our number one priority. That is absolutely true and we have demonstrated this by leading the nation in designing and implementing the most innovative school safety strategies anywhere. With this plan, we believe that it is time to move Safety forward as our first priority, bringing the total number of priorities in our district (and in our plan) to four.
Dr. Elizabeth Fagen DCSD Superintendent
of the best districts in the country. Not only are they reforming education,
education.” ~ Carrie Morgridge Morgridge Family Foundation
Reform is often associated with turning around failing schools. But in Douglas County, it is being used to turn good schools into great schools.” ~ The Honorable Jeb Bush
Traditions, Core Values, Commitments, Priorities
To paraphrase philosopher Immanuel Kant,
As a District, we have strong traditions of innovation, excellence and economic efficiency. Our Core Values Our Core Values remain constant in an ever-changing world. They provide the foundation for our work, and influence how we conduct ourselves and engage with others.
4 Educational Excellence
4 Human Diversity
4 Individual Potential
4 Lifelong Learning
High expectations are the
Varied beliefs and backgrounds
Individuals develop within an
Education is a process that
focus of everything we do. We
strengthen a public education
environment that nurtures
begins at birth and continues
challenge all people to acquire
system. We respect differences
intellectual, social, emotional,
throughout life. We foster
a foundation of knowledge and
which contribute to a better
physical and aesthetic growth.
curiosity, motivation and the
academic skills, and to achieve
society for all human beings.
desire to learn that extends
their highest potential.
the actual proves the possible,
beyond school settings.
and it is by their example that we promote positive change. In that light, perhaps the most promising array of education reforms underway in America today are
4 Productive Effort
4 Shared Responsibility
4 Ethical Behavior
4 Continuous Improvement
The pursuit of greater
The partnerships among
Our actions are distinguished
knowledge and more powerful
parents, students, staff and
by the highest standards of
Our District, its systems and
thinking demands hard work,
community members are
personal behavior, including
processes, will be subject
perseverance and commitment.
characterized by mutual
trust, honesty, fairness, integrity
to continual scrutiny and
commitment and
and mutual respect.
improvement. We will be
collaborative effort.
recognized for management by fact, results focus and a long-range outlook.
occurring in the Douglas County School District of Colorado.� ~ Dr. William J. Bennett
Traditions, Core Values, Commitments, Priorities Our Commitments Our Commitments summarize our promises to our students, parents, staff and community. They are based on our Core Values and provide a broad philosophy that filters our daily work.
Commitment to Our Students
Commitment to Our Employees
Douglas County School District is committed to the success of our students
Douglas County School District is committed to respecting and supporting
as lifelong learners and critical thinkers. We value all students as individuals
all employees. We value the skills and experiences our colleagues possess
with visions of their own futures and connections to the world, and we guide
– qualities which allow them to meet high expectations and fulfill varied
them toward their full potential. DCSD will encourage our students to build
responsibilities. DCSD will empower employees to make decisions about
meaningful relationships with their peers, teachers, administrators and staff.
student success in a collaborative environment. We encourage staff members
DCSD is committed to providing our students with physically and emotionally
to embrace the choices they have in career and professional development
safe educational environments, the necessary tools for learning and the
opportunities. DCSD is committed to retaining our staff through competitive
freedom to explore their many options in life.
compensation and by promoting an environment in which employees share their passion for their work.
Commitment to Our Parents and Families
Commitment to Our Community
Douglas County School District is committed to welcoming, encouraging,
Douglas County School District is committed to engaging our community
and supporting parents and family members as key partners in the
members as partners in providing a world-class education for our students.
education of our students. We value the ideas, opinions and concerns of
We value the support of our community to graduate well-rounded citizens
our parents, knowing they have an understanding of how issues and events
who will make meaningful contributions to our society. DCSD will responsibly
affect their students and families. DCSD will keep our parents and families
use the taxpayer resources provided by our community, acting as good
engaged and informed. DCSD is committed to providing our parents and
neighbors and in the best interest of our students. DCSD is committed to
families with choices to meet every student’s individual learning needs.
being honest stewards of the property entrusted to us by our community, and will be accountable to them through transparent dealings and the academic growth of our students.
Traditions, Core Values, Commitments, Priorities Priorities 2010-13
Over the past three years, the Douglas County School District blazed an innovative trail – expanding opportunities for success, integrating sustainable learning strategies, and defining and measuring what matters most for our students. The results are evident. When you walk into these DCSD classrooms, there is an energy and an excitement that you can see and feel.
Priorities 2014-17
Safety
Maximizing physical, psychological and online safety for students, staff and community Ensuring physically safe learning environments Collaborating with all schools to create a system-wide culture that prioritizes and values psychological safety and wellness
Our work continues, which is why our original strategic priorities are evolving. And while we have always said that
Ensuring online safety and data privacy
Safety is our top priority, it now has a place in our Strategic Plan.
Choice
Providing each child the maximum opportunity for success
Choice
Communicating the unique qualities of each school to our students, staff, parents and community gives all students the highest probability for success Empowering every school to achieve their desired state provides many learning opportunities for students and synergy in our schools
Achieving sustainable learning for the 21st century
World Class Education
Preparing students to compete on a world stage for jobs that require a high level of creativity and innovation
World Class Education
Offering essential sustainable learning that requires the most important information to be taught in a way that can be retained, that stretches across content areas and that incorporates the tools our young people will be required to use in the workforce Personalizing education so students develop a deep understanding of self, world, career and their own pathway to success
System Performance
Defining and measuring what matters most Defining what matters most to our stakeholders
System Performance
Developing a cutting-edge System Performance Framework that will measure student, educator, school, leader and District performance Integrating authentic measurements that will lead to continuous improvement for our students and allow our stakeholders to remain informed
Continuous Improvement DCSD is committed to a process of continuous improvement. DCSD is in the process of systemic transformation. We have used a continuous improvement process including the following: explore ideas; set expectations based on research and best practices; collaboratively create; integrate into all appropriate systems; implement; evaluate; and refine.
Explore4Set Expectations4Create4Integrate4Implement4Evaluate4Refine
Safety
The number one priority of the Douglas County School District is the safety of our students and staff.
I think Douglas County is doing a tremendous job. The safety team that is assembled at the District level is one of the best in the country. They’re very deliberate, contemplative and then
We understand that if our students and staff are not safe, nothing else matters. When we say safety, we mean it in the broadest sense. We mean physical, psychological and online safety. In the spring of 1999, our concept of and our responsibilities regarding school safety changed dramatically with the tragic events at Columbine High School in Littleton, Colorado. In December 2012, our education world, our paradigms, and our leadership responsibilities to our students, staff, and parents were tested once again with the unspeakable
active in their training.” ~ John Michael Keyes Founder and Director I Love You Foundation
and online safety for students, staff and community Ensuring physically safe learning environments Collaborating with all schools
events in Newtown, Connecticut. Just as Douglas County did following the tragic events in 1999, the District stepped forward in 2012 with one of the strongest school safety responses and plans in the nation.
We see a partnership in Douglas County
DCSD is a national leader regarding the physical safety of our students and student-athletes as it relates to head trauma
between the school district and local law
and concussions. We have a nationally recognized head trauma team that works with nurses, support staff, athletic
enforcement agencies as an example of a way to
trainers, coaches and more throughout our district regarding the dangers of head trauma and concussions. We train
Maximizing physical, psychological
to create a system-wide culture that prioritizes and values
playground supervisors, health assistants and many other staff members who may come upon a head trauma situation
bolster security while allowing for an unfettered
psychological safety and
so that they know exactly how to handle the situation in a way that is best for our students and staff. This is just the
learning environment…The School Marshal
beginning of our leadership in this important area.
Program will see deputies and police officers
wellness
Beyond the physical safety of our students and staff, we understand and are equally committed to their psychological
assigned to schools in nearby proximity, and the
safety. Psychological safety for students and staff is realized when our schools proactively take steps to limit the risk
officers will be a daily presence at the schools…
of injury to the psychological well-being of students and staff. Fortunately, DCSD has extraordinary professionals who
Strengthening community bonds is among the
prevention, intervention,
most laudable elements of the program.”
mental health, security
~ Colorado Community News June 5, 2013
and crisis preparedness
personalize learning for students and whom give us the opportunity to lead in this area – to build a model for schoolbased mental health for the nation. Our new plan does not rest on the excellence of our past, but aspires to be a model of safety for the future.
Building a foundation of
Safety Explore4Set Expectations4Create4Integrate4Implement4Evaluate4Refine
Goal
Strategy
Create a culture of safety
Evaluate current state of district and school safety culture Create DCSD key safety characteristics for school strategic planning tool Create and implement district system to monitor and maintain culture of safety Create and implement safety feedback tool
Integrate and implement the DCSD psychological safety and wellness framework
Evaluate current state of school mental health services Create and implement recommendations for mental health staffing Refine mental health service delivery model
Evaluate and refine physical safety measures and systems
Evaluate current state of school security and safety systems Create and implement recommendations for security personnel staffing Refine security and surveillance hardware through capital planning Evaluate effectiveness of layered safety programs Create recommendations to further refine the School Marshal Program
Create and integrate staff understanding through training
Refine the evaluation and mitigation of dangerous (bullying, threatening, suicidal) behavior, child abuse and child neglect Implement restorative practices to maintain safe learning environments Create and implement additional training opportunities for campus security personnel Create and implement system-wide staff training to increase understanding of physical safety measures, systems and procedures Create and implement system-wide staff training to increase awareness, understanding and psychological safety skill-building
Create and integrate student learning opportunities
Refine emergency response and crisis management procedures Evaluate current state of learning opportunities for students to develop psychological safety skills Integrate student learning options and understanding of psychological safety Implement restorative practices to build skills and a sense of community
Evaluate and refine community partnerships
Evaluate success of current community partnerships Refine community partnerships to seamlessly serve students, staff and parents
Evaluate and refine student online safety and data privacy
Create and implement safe digital citizenship programs to educate our students on data and information sharing on the Internet Create and implement school staff training regarding student data privacy laws Implement a formal and robust digital data privacy program to ensure all data in the school community is protected
Choice Douglas County School District has a pioneering spirit in the realm of choice.
Today, Douglas County has an admirable plan for popular sovereignty in education – school choice.”
With the first charter school in Colorado in 1993 and the recent, first-in-the-country student scholarship program allowing students to use a portion of their per pupil funding to pay tuition at a menu of quality private schools in 2011,
~ George Will
DCSD demonstrates a commitment to doing what is best for students – even when it is difficult.
The Washington Post
DCSD believes that every student is unique with different interests, strengths and challenges. We also believe that no
August 26, 2011
one understands the unique qualities of each of our students better than their parents. Therefore, DCSD is committed to partnering with parents in selecting the very best school and learning environment for their children. DCSD is committed to choice at every level of our organization. In addition to school-to-school choices, we believe in
Many will ask why a district that is upper
choices within the classroom, choice pathways within a school, and even choices outside our own district, if they are best
middle class to wealthy in many parts, and
for our students. According to Dr. William Glasser, all people have four basic needs: the need for love/belonging, power, freedom and fun. Choice meets all four of these needs for our students and their families. In addition, choice (and competition) is an important part of continuous improvement. We learn from and are challenged
graduates 87.4% of students would want to offer universal choice. However, DCSD has
by market forces associated with choice. We believe that DCSD has some of the best schools in Colorado, if not the country, and therefore, we are more than prepared to compete with anyone. No matter the choice, DCSD is committed to excellence. It makes no difference if parents choose an Artful Learning experience, an Expeditionary Learning experience, or an International Baccalaureate learning experience for their children, as all students will learn and develop the World Class outcomes and skills found in our new World Class Guaranteed and Viable Curriculum (GVC). There are many means available to DCSD students and all will deliver a world class education to all students. While DCSD has made great strides in choice, we recognize there is far more we can accomplish for our students, staff, parents and community.
decided it can do better by giving all of its students a chance to succeed.” ~ Honorable Peter C. Groff
Choice
Providing each child the maximum opportunity for success Communicating the unique qualities of each school to our students, staff, parents and community gives all students the highest possibility for success Empowering every school community to achieve their desired state provides many learning opportunities for students and synergy in our schools
Explore4Set Expectations4Create4Integrate4Implement4Evaluate4Refine
Goal
Implement universal choice that empowers parents to choose the best school for their children
Strategy Create a school choice catalogue that celebrates the unique qualities of all DCSD schools Create an online school choice publication that supports parents in understanding the unique qualities of all DCSD schools Create informational videos that support parents in learning the unique qualities of all DCSD schools Create school choice showcases for students and parents to learn more about the unique qualities of all DCSD schools and programs Create diagnostic tools that help parents navigate DCSD choices in the best interest of their children Integrate and refine the role of the DCSD Parent Liaison Explore and set expectations to create more employee choice Refine the School Selector Tool to create an interactive experience that supports parents in exploring the unique qualities of all DCSD schools Implement and evaluate the Choice Scholarship Program Explore and set expectations regarding transportation options to support families with choice Implement and evaluate the innovation school process, transformational design and needed support
World Class Education
The goal of a world class education is to prepare students for the college or career path of their choice. Challenged by authors like Marc Prensky, Tony Wagner and Yong Zhao, Douglas County School District aspires to provide a world class education for all students. We believe our students are the future leaders of this country and
DCSD’s innovation and commitment to give all students a World Class Education by using all means necessary will ensure
perhaps the world. We want to prepare them to compete on the world stage for any college or career of their choice. Or as Tony Wagner says, “…we want our students to be college, career and citizenship ready for the 21st century.”
the continued success and greatness of
What this means in education is that we must reinvent our curriculum – the knowledge and skills we teach our students, and the outcomes. We must reinvent our assessment systems, as well as the assessments themselves. We
Colorado and America.”
must reinvent our instructional strategies to make sure that learning sticks, or is sustainable, and engages all students deeply. We also know that in order to reimagine and reinvent teaching, learning and leading for the 21st century, we must align all support systems with this work.
~ Honorable Peter C. Groff
DCSD started reinventing its curriculum in 2012. We did so by examining the academic rigor and cognitive complexity of Colorado state standards, common core academic standards and national standards against what we know our students will need for success in their lifetimes. We found that most standards are written at lower level thinking skills or lower level cognitive complexity. We also found that most standards are isolated fragments of learning disconnected from higher, more important concepts and skills. This is not best for our students. Therefore, after reviewing the knowledge and skills most desired by today’s businesses and employers, our teachers worked to integrate the state and national standards to create a foundation or curricular floor. Next, teachers raised
I feel like I know what is expected of me, what I need to be doing in my classroom
the cognitive complexity of our new World Class Outcomes, so that these integrated standards required higher order thinking skills and were aligned to the knowledge and skills our “end-users” desire most.
and what I should be shooting for in order
The newly invented DCSD World Class Outcomes coupled with EdLeader 21’s four Cs (creativity, communication, collaboration and critical thinking), key content, and 21st century skills that are taught where they make sense,
to achieve World Class status as a teacher.”
compose the DCSD Guaranteed and Viable Curriculum (GVC) for the 21st century. While this is an excellent step forward, it is incomplete without the accompanying quality assessments that measure student mastery of the GVC.
~ Jessica Taylor
This work is found under our System Performance priority.
Teacher
DCSD has also created and integrated expectations for World Class Instructional Practices. These include choosing
Sierra Middle School
higher order thinking strategies that are at the top of Bloom’s Taxonomy, engaging digital native students via a focus on student voice and choice, personalizing learning strategies that are relevant and rigorous, and integrating world class tools.
World Class Education
Achieving sustainable learning for the 21st century Preparing students to compete on a world stage for jobs that require a high level of creativity and innovation Offering essential sustainable learning that requires the most important information to be taught in a way that can be retained, that stretches across content areas and that incorporates the tools our young people will be required to use in the workforce Personalizing education so students develop a deep understanding of self, world, career and their own pathway to success
Explore4Set Expectations4Create4Integrate4Implement4Evaluate4Refine
Goal Provide all students a world class education – college, career and citizenship ready for the 21st century
Strategy Implement the DCSD Guaranteed and Viable Curriculum 2.0 Create, integrate and implement the DCSD Guaranteed and Viable Curriculum 3.0 Evaluate and refine the implementation of current DCSD world class instructional practices Refine the world class targets to further align to differentiated versions of CITE Implement a balanced assessment approach based on formative, interim and summative assessments created in a performance-based, authentic manner Create pathways for student advocacy to ensure that students are college, career and citizenship ready Integrate, implement and refine the alignment of resources to what is best for students as outlined in the DCSD Strategic Plan Implement and evaluate evidence-based design to create, engineer and build school environments that support a world class education for all students Evaluate and refine policies that ensure a world class education for all students
System Performance
The system performance priority empowers the District to define and measure what matters most.
When it comes to teacher evaluation,
Since the inception of the No Child Left Behind Act (NCLB), there has been a bright light on accountability in
reformers are seeking to do nationwide.
American education. In the Douglas County School District, we embrace our responsibilities to our students, staff and community, and welcome quality accountability at all levels and for all aspects of our educational organization.
DougCo’s approach broadly tracks what
However, once again, DougCo’s push to
In 2011, we launched a strategic plan that worked to create the accountability structures, processes and mechanisms we hope to see in American education – accountability systems that measure the most important outcomes from
pioneer an unusually customized approach
each part of our system. We pushed ourselves to make sure that the accountability systems we envisioned and built were of the highest quality, embraced authenticity, and were focused on rigorous and important outcomes – outcomes expected by our business partners and higher education – and that would serve our students well. Three years later, we have developed a professional pay system for all employees that embraces quality assessment
is notable.” ~ Dr. Frederick Hess
of the most important things they do for students as the basis of their pay increases. We are also well into the process of creating a balanced assessment system that creates a body of evidence for each of our students on the most important knowledge and skills that they must acquire to be, as Dr. Tony Wagner would say, college, career and citizenship ready for the 21st century. We also ‘broke ground’ on professional pathways for our staff – pathways which
It’s safe to say Douglas County schools
provide the opportunity for all staff to grow and promote in ways that are unique to their particular strengths and desires. We also shattered the dysfunctional and outdated step and lane salary schedules of the past that focused on inputs to drive pay. Instead, we moved to a market-based pay system that starts by paying employees using supply and
have instituted the most innovative teacher compensation and evaluation
demand of the market place, and then places their future increases in their hands and the hands of their outputs in our system and for our students.
schemes in Colorado.”
As we look toward the next three years, we plan to stay the course in developing, implementing and refining our
~ Denver Post June 5, 2013
balanced assessment system for students. This includes all of the various system components. We also plan to continue to refine our professional pay system throughout the District. New additions include the creation of district performance reporting mechanisms, a school accreditation process aligned to district expectations, and various communication tools for parents and community members.
System Performance
Defining and measuring what matters most Defining what matters most to our stakeholders Developing a cutting-edge System Performance Framework to measure student, educator, school, leader and District performance Integrating authentic measurements that will lead to continuous improvement for our students and allow our stakeholders to remain informed
Explore4Set Expectations4Create4Integrate4Implement4Evaluate4Refine
Goal
Strategy
Refine DCSD as an Employer of Choice
Set expectations to ensure accountability for a healthy culture and productive climate of professionals Refine the pay-for-performance system to include all employee groups Create and implement bonus pathways for all employee groups
Implement continuous development and improvement of the DCSD balanced assessment system
Refine the balanced assessment system to measure 21st century skills through authentic performance relevant to real-world expectations Refine professional development support systems and pathways from induction to leadership development Evaluate effectiveness and strategically align goals and direction of support services Evaluate operational support services in order to improve efficiency in processes and systems Evaluate alignment, rigor and role-specificity of all employee evaluation systems
Create autonomy with accountability
Create and implement district performance reporting mechanisms to provide summative and real-time access to key data metrics Create and implement a school accreditation process aligned to district expectations that includes an aligned Unified Improvement Planning (UIP) process Create and implement various communication tools to better inform and engage parents and community members Set expectations for state-level decision makers to ensure opportunities for district autonomy with accountability
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Looking Forward Strategic Plan Bibliography
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System Performance
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